Title: School Leadership and Classroom Uses of Technology
Purpose
To determine through qualitative study (a) the perspectives of selected public
school principals and classroom teachers regarding (i) effective learning and (ii)
best conditions for learning in public school classrooms and (b) their perceptions of
(i) the sources of leadership, (ii) professional development opportunities, (iii) the
level of teacher preparation and expertise with technology, (iv) learning conditions
and the use of technology in their classrooms, (v) challenges in using technology in
the classroom, and (vi) the effects of technology on student learning.
Theoretical Framework
In recent years the rapid advancements in available and affordable information and
communication technologies have contributed to increased public and student
expectations that they be integrated into classroom teaching and learning processes.
Although there appears to be nothing inherent in existing technologies that
necessitate a fundamental change in classroom processes (Meyer, 2010; Authors,
2013), it appears to hold considerable potential for facilitating a shift from the most
common teacher-directed instructional practices to more learner-centered
approaches (Tamid, Bernard, Borokhouski, Abrami, Richard & Schmid, 2011).
The existing evidence suggests that in spite of the huge investments in equipping
public school classrooms with various technologies, classroom teaching and
learning remain primarily teacher-directed (Mayer, 2010; Authors, 2013). Two
decades ago, Wilmore and Betz (2000) stated “Information Technology will only be
successfully implemented in schools if the principal actively supports it…” (p. 15).
Unfortunately, the existing evidence suggests that the anticipated leadership
support from principals has not lead to the expected change (e.g. Schrum, Galizio &
Ledesma, 2011). Fortunately, more recent evidence relating to distributed
leadership appears more promising (Authors, 2009; 2011, in press; Harris, 2009).
Methodology
We conducted a qualitative study (interviews and classroom observations) in all
Anglophone school districts in one Canadian Province. At our request, each school
district nominated elementary or intermediate teachers perceived to be exemplary
teachers who use technology regularly in their classrooms. In total, we interviewed
eight school principals and 10 teachers, and observed 32 classroom lessons. We
coded and analyzed the transcribed recorded data using QDA Miner (Provalis,
2011).
Summary of Results
This study reveals that existing assumptions held by teachers and school principals
of what constitutes effective learning and best conditions for learning have
considerable influence on their choices relating to the acquisition and application of
particular classroom technologies. As well, it illuminates the inherent distribution
2
of leadership and the complex interplay between formal and informal leaders in
schools and school districts that influence those above noted choices.
Relevance
This study sheds light on the challenges of bringing about classroom change and
provides rich images of successful leadership processes in schools and classrooms
that are perceived to have experienced some success.
Connection to the Conference Theme
Ensuring access for all learners to knowledge sources and learning how to learn are
essential goals of public education systems. With the increased dependence on
information technologies and the concomitant explosion of knowledge, it is
imperative that we explore the role of school leaders in facilitating the
transformation from the traditional teacher-directed classrooms to studentcentered, technology-enabled learning environments.